Effects of a Girls-Only Curriculum During Adolescence: Performance, Persistence, and Engagement in Mathematics and Science

By Jennifer D. Shapka, D. Keating. 2003

143 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/cb27b52abe2583e628ad1730f122768bef72a880

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Trajectories of career aspirations through adolescence and young adulthood: Early math achievement as a critical filter (2006, background): “For psychometric properties and details on scale construction see Shapka and Keating (2003). 3.”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Other studies have found that girls in single-sex schools have higher math achievement than girls in co-educational schools (Cherney & Campbell, 2011; Daly & Defty, 2004; Shapka & Keating, 2003).”
Contextual Factors Related to Math Anxiety in Second-Grade Children (2014, background): “Shapka and Keating (2003) found that regardless of enrollment in a girls-only or a coeducational math class, girls reported higher levels of math anxiety than did boys.”
Single-Sex Schooling and Academic Attainment at School and Through the Lifecourse (2010, background): “Several studies have assessed the impact of single-sex classes within co-educational schools (Jackson and Smith 2000; Marsh and Rowe 1996; Shapka and Keating 2003).”
Classroom environment, achievement goals and maths performance: gender differences (2013, background): “These results are in line with other previous studies suggesting that, for girls, peers support plays a compensative role in improving maths performance (Riegle-Crumb, Farkas, and Muller 2006; Shapka and Keating 2003).”
Academic self‐concept, gender and single‐sex schooling (2009, result): “Studies focusing on single-sex classes within co-educational schools also provide mixed results (Jackson and Smith, 2000, Marsh and Rowe, 1996, Shapka and Keating, 2003, Van de gaer, et al., 2004).”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “…participation studies documented individual variation in students’ mathematical attitudes and gendered experiences through field observations, self-report data (e.g., surveys, interviews), or both (Barnes, 2000; Forgasz, 1998; Leder & Forgasz, 1997; Shapka & Keating, 2003; Vale & Leder, 2004).”